Research Trends of Self-Directed Learning in STEM Education Over The Last Two Decades: A Bibliometric Analysis
Abstract
Self-Directed Learning (SDL) has gained prominence as a core competency in 21st-century education, particularly within STEM domains, where autonomy and digital fluency are increasingly emphasized. However, the evolution and intellectual structure of SDL in STEM education remain underexplored from a bibliometric perspective. This study aims to map research trends, thematic clusters, and major contributors in SDL-STEM literature published between 2005 and 2024. A total of 40 Scopus-indexed articles were analyzed using the Bibliometrix R package and VOSviewer. The analysis included performance indicators, international co-authorship networks, and keyword co-occurrence to identify thematic patterns and knowledge structures. The results show a steady increase in publication output, with a 9.35% annual growth rate. The United States and Australia lead in publication volume, while Germany and the Netherlands demonstrate strong collaborative engagement. Four thematic clusters were identified: (1) digital pedagogy and instructional practices in STEM, (2) technology-enhanced self-directed learning environments, (3) curriculum design, motivation, and teacher development, and (4) learner dispositions and SDL in engineering contexts. The findings suggest that SDL-STEM research is becoming increasingly interdisciplinary, technology-integrated, and pedagogically diverse. Despite growing interest, cross-regional collaboration remains limited. Future research should focus on inclusive partnerships and context-sensitive SDL implementation models to bridge global educational disparities.
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